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The study focus on the differences between the lecture approach and the jigsaw

technique. In this work, a quasi-experimental research approach was adopted. Its purpose

is to see if using the Jigsaw technique to teach science aids in the development of

computational abilities and the improvement of students' science performance. The goal

of the study is to see how successful the Jigsaw technique is at improving science skills.

In this investigation, two categories are identified. The lecture approach is used by the

control group, whereas the Jigsaw technique is used by the experimental group.

Following delivering a diagnostic test to both groups and an evaluation test to the two

groups after the intervention, the amount of students' learning is determined.

Null Hypothesis

There is no significant difference between the lecture method and the jigsaw

method.
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Chapter III

METHODOLOGY

This chapter presents a description of the research design selection, and

description of respondents, research locale, research instruments, data collection

procedure, and statistical treatment used.

Research Design

This within-group quasi-experimental research attempt to determine the

effectiveness of the Jigsaw technique in improving the students’ science achievement. A

quasi-experimental design aims to establish a cause-and-effect relationship between an

independent and dependent variable. a quasi-experiment does not rely on random

assignment. Instead, subjects are assigned to groups based on non-random criteria. A

quasi-experimental design is a useful tool in situations where true experiments cannot be

used for ethical or practical reasons.

Research Respondents

The population consisted of students in grade 11. The sample size is 40 students,

20 from each section of the academic strand specifically General Academic Strand (GA)

and Accounting and Business Management (ABM). The forty (40) are samples through a

simple random sampling technique of twenty respondents per group. Two groups are

determine in this study. The control group uses the lecture method and the experimental

group uses the Jigsaw technique. The level of students' learning is obtained after

administering a Pre-Test, to the respondents, and Post Test after the intervention.
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Research Locale

The study will be conducted in the Pinamopoan Senior High School, Pinamopoan

Capoocan, Leyte Philippines.

The level of students' learning is obtained after administering a Pre-Test, to the

respondents, and Post Test after the intervention. The results of the Pre-Test and Post

Test would be compared to determine the significant difference in the level of students’

learning. The researchers chose the place of implementation because it will give the

researchers the information needed for the study. Moreover, it is accessible and already

implementing face-to-face classes. The study will be conducted in the second semester of

the academic year 2022-2023.

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Research Instrument

The objectives of the researcher are to determine the average result in the test

before and after the intervention, and the significant increase in the percentage of the

Science performance between the Pre-Test and Post Test results.

The researcher gives a Pre-Test and Post Test to the students to determine the

significant difference between the lecture approach and the Jigsaw technique.

Observation is also used to determine which of the two approaches catches interest in

learning, and also what is the effective approach in improving Science performance

among Grade 11 students of Pinamopoan Senior High School.

Data Gathering Procedure

The difference between the lecture approach and the jigsaw technique is the focus

of the research. In this work, a quasi-experimental research approach was adopted. Its

purpose is to see if using the Jigsaw technique to teach science aids in the development of

abilities and the improvement of students' science performance. The goal of the study is

to see how successful the Jigsaw technique is at improving science skills.

This study divides the population into two groups. The lecture method is used by

the control group, while the Jigsaw technique is used by the experimental group. After

administering a diagnostic test to both groups and an evaluation test between the two

groups following the intervention, the level of students' learning is determined.

The results of the Pre-Test and Post Test would be compared to determine

whether there was a significant difference in the level of learning among the students.
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The pre-Test and Post-Test consist of 30 items prior to the lesson. It will assess

the significant difference between the Lecture method and the Jigsaw method.

Score Range

Score Range Level of Science

Performance

24-30 Very Good

17-23 Good

10-16 Average

9 below Poor
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Definition of Terms

Concepts - an abstract idea; a general notion

Cooperative learning - the process of breaking a classroom of students into small

groups so they can discover a new concept together and help each other learn.

Experimenting - performing a scientific procedure, especially in a laboratory, to

determine something.

Jigsaw technique - a method of organizing classroom activity that makes

students dependent on each other to succeed.

Manipulate - handle or control (a tool, mechanism, etc.), typically in a skillful

manner.

Observation - the act of knowing and recording something.

Science activities - those activities leading to the systematic knowledge of the

physical or material world, largely consisting of observation and experimentation.

Science Performance - the outcome of science education to the extent to which a

student, teacher, or institution has achieved their educational grades.

Skill - the ability to do something well; expertise.